Carol Kuhlthau

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Carol Kuhlthau is a renowned professor and researcher known for developing the six-stage Information Search Process model and her groundbreaking work on the cognitive, affective, and physical aspects of information seeking. She has authored several influential books and published widely on topics like uncertainty in the research process, guided inquiry learning, and the role of school libraries in supporting constructivist learning in the 21st century. Kuhlthau's Information Search Process model and emphasis on uncertainty as part of the learning process have profoundly shaped library instruction and information literacy initiatives.

Education

Carol Collier Kuhlthau A School Library Media Presentation By: Amanda Underwood EDIT 6400 Fall 2008 The University of Georgia

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This was presented by Sheila Webber (Sheffield University Information School) at an internal seminar at the Open University, Milton Keynes, UK, on 29 March 2011. After unpacking the concept of information literacy, I look at contextual aspects of information literacy: the disciplinary perspective, the teaching perspective and the learner perspective. I finish by presenting the picture of the Information Literate University that was developed some years ago by Bill Johnston and me.

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This presentation will consider the recent development of library and information science as an academic discipline, and the consequent changes required to library school curricula, in order to prepare professional practitioners for employment in today’s information society. These changes, led primarily by technological developments, include the need for consideration of new forms of documents, new methods of dissemination, new information behaviour patterns and increasing demand for novel information architectures. Alongside changes in technology, we can see the emergence of overlap with companion disciplines such as the digital humanities, and these must be accommodated, alongside more obvious connections, such as those with computer science. In conclusion from all of this, we can see that a course focused solely on traditional workplace skills will be insufficient for today’s portfolio-based workforce. We must have an emphasis on thinking skills, new literacies, and resilience, so that we prepare our graduates for employment beyond their first position.

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The American Library Association (ALA) (2016) defines censorship as a “change in the access status of material, based on the content of the work and made by a governing authority or its representatives. Such changes include exclusion, restriction, removal, or age/grade level changes” (para 2). Intellectual Freedom may be defined as: the right of every individual to both seek and receive information from all points of view without restriction. It provides for free access to all expressions of ideas through which any and all sides of a question, cause or movement may be explored (ALA, 2016, para 2).

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Call for chapter proposals for the book Integrating an Awareness of Selfhood and Society into Virtual Learning. Proposals are due by December 30, 2015. The topics feature: Philosophical claims on sources of the self and society associated with virtual learning • Coupling of utilitarianism with learning spaces supporting virtual learning • The claim on human conviviality with virtual learning • Leading transformative integration of learning and organizational strategy with effective virtual learning environments • Identity and character development in virtual learning • Character strength development of leaders using virtual learning • Designing transformative use of blended physical and virtual spaces for learning • Innovation and social learning contracts supporting virtual learning • Transdisciplinarity and new constructions for understanding in virtual learning • The potential of the Internet of Things on personalized virtual learning • Participatory culture: Virtual learners as collaborative creators • Cognitive apprenticeship for science learning in virtual spaces • The art and science of flourishing from virtual learning • The evolution of ephemeral, immersive virtual learning spaces • Deep learning ecology in virtual spaces • Identity and roles for educators with virtual learning • Future identities of the self among learners across physical and virtual spaces

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